language | اللغة




Sunday, 25 August 2019

Our Mission and Vision


Inspired by the principles of Islam, the mission of Dhahran Ahliyya Schools is to empower each student to be a compassionate, thinking, lifelong bi-lingual learner who makes a positive difference, locally, and globally.


Our vision is to provide a world-class education with an Arab and Islamic identity through a pioneering learning community that is sustainable and socially responsible.


We believe that excellent education touches both the hearts and minds of students. It develops their intellectual, personal, emotional, and social skills to learn and work in a rapidly changing and globalizing world. Moreover, it should provide them with a sense of belonging in their own country while also an openness to their roles as citizens of the world, committed to taking action to help make their world a better place.
We believe that this kind of education is best provided through a collaborative and constructive learning process that is based on inquiry, action, and reflection. It should result in meaningful, rigorous, and interdisciplinary academic learning which students apply as solutions to real problems. At the same time, they should be developing the attributes described in the IB Learner Profile and the attitudes that support lifelong learning. In our approach, assessment plays an important role and must be multi-faceted and integrated in the process of learning and planning.
We believe that language is central to intellectual, social, cultural, and emotional development and therefore, every teacher is a language teacher. Our goal is to honor and support the development of both Arabic and English. We highlight the transdisciplinary nature of language learning by teaching the academic language through content in both English and Arabic.

We believe that the consistency of a climate that is positive, supportive, safe, and responsible is essential. All our students deserve equal opportunity and should be treated with equal respect and dignity. However, we also recognize that to be fair to all, we need to differentiate in types and amounts of instruction and learning support.


IB learner profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

As IB learners we strive to be:


We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.


We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signi¬ficance.


We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.


We express ourselves con¬fidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.


We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.


We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.


We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.


We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.


We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.


We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.


The DAS strategy for continuous improvement is to fulfill the Schools’ mission through living the principles of a professional learning community. This strategy requires involvement of all employees in the schools in an ongoing program of professional development that enables them to participate in a process of continuous analysis and evaluation of the results of our work, the development of better systems, methods, and teaching materials and the addition of new programs for our students.

In order to be effective, this strategy requires that parents and students be involved in the improvement process whenever possible




  1. STUDENTS FEEL safe in the school, confident that they will be respected and not exposed to any kind of bullying – physical or emotional, from adults or fellow students.
  2. STUDENTS FEEL that what they are studying is useful to them all the time and interesting to them at least 65% of the time.
  3. STUDENTS FEEL that they are being asked to apply higher level thinking skills to their learning and that they are not being asked simply to memorize except in those few instances when it is absolutely necessary.
  4. STUDENTS FEEL that they are able to succeed in doing the work assigned and are confident that if they have trouble they will be able to find assistance from teachers who will help them LEARN, not simply help them get good grades.


  1. Commitment to continuous improvement
  2. Shared norms and values
  3. Collective focus on learning and shared responsibility for students
  4. Collaboration
  5. De-privatized practice
  6. Reflective dialogue


Every year, we will be better than the year before